Writing Objectives
AsdMKJ
writing_objectives_fall15.pptxWriting Objectives
Writing objectives
An objective is derived from a performance indicator.* It has the same intention as a performance indicator, but it is more specific, quantifiable and verifiable than the performance indicator.
*(see these in the Health Education Standards),
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| Pre-K-2 | 1.2.1. Identify that healthy behaviors affect personal health. |
| 3-5 | 1.5.1. Describe the relationship between healthy behaviors and personal health. |
| 6-8 | 1.8.1. Analyze the relationship between healthy behaviors and personal health. |
| 9-12 | 1.12.1. Predict how healthy behaviors can affect health status. |
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| Pre-K-2 | 1.2.1. Identify that healthy behaviors affect personal health. |
| Pre-K-2 | Example objective might be: |
| By the end of today’s lesson on hand washing students will describe two reasons why it is important to wash their hands. | |
| *Note the relationship between the performance indicator and the objective. Which is more specific? |
Relationship between Performance Indicators and Learning Objectives
In the previous slides there was a performance indicator and an objective. Which of the two were more specific?
In the example below, which is more specific?
Answer the phone quickly
vs.
Phone calls will be answered in three rings
Why? They both end up at the same place but how are they different? I want you to reflect on this question of how they’re different.
Note the differences in the following age appropriate examples.
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| 6-8 | 1.8.1. Analyze the relationship between healthy behaviors and personal health. |
| 6-8 | Example objective might be: |
| By the end of today’s lesson on personal hygiene, students will: | |
| explain the need for increased hygiene during puberty. describe 3 hygiene procedures for adolescents. |
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| 9-12 | 1.12.1. Predict how healthy behaviors can affect health status. |
| 9-12 | Example objective might be: |
| By the end of today’s lesson on prevention, students will: | |
| identify the roles played by heredity, environment and behavior in causing illness. analyze the variety of influences that affect the use and course of illness. |
Writing Objectives
There are a number of ways to write objectives. You may have heard about SMART objectives* or other acronyms often used to help people remember the specific components of objective writing. For this course we will use the acronym A..B..C..D..
Specific, Measurable, Achievable, Realistic, Time-related = SMART objectives
Writing Objectives -ABCD
For our class I want you to adopt the ABCD method. In this model…
A= audience… is the Who
B= behavior… is the What
C= condition… is the When
D= degree… is How Much
Condition
I am jumping around here, but there is a method to my madness.
I want you to include the Condition (WHEN) statement to open your “stem”.
The Condition tells us WHEN the knowledge or skill is to be achieved. Some examples might include:
By the end of week four…
At the end of the nutrition lesson…
Audience
When working in schools the audience is most likely to be students. If you’re working in the public health sector however you can slide by with “participants”.
Example: The student/participant will…
I would like you to include this language in the “stem” of every objective you write as well.
The STEM… Audience & Condition
At this point objectives should seem fairly easy to write. If you use the “stem” you will meet two of the four components of a well written objective.
Putting the two together might look something like this:
At the end of the nutrition lesson the 9th grade student will…
Notice how both the condition and audience are written into this stem.
The STEM… Audience & Condition
At the end of the nutrition lesson the 9th grade student will…
Now, we know the WHEN and the WHO.
I want you to identify where these two characteristics appear in the stem above. BOLD BLACK will represent the WHEN and Green will represent the WHO.
Move to the next slide to see if you are right.
The STEM… Audience & Condition
At the end of the nutrition lesson the 9th grade student will be able to…
How did you do?
Behavior
Regardless of your audience the behavioral component defines the action(s) of participants about what they need to demonstrate to show proficiency. It is critically important to select your words carefully.
Behavior must meet both of the following criteria:
1. It must be observable
2. It must be measurable
Observable behavior
Which of the following are more defined and easier to evaluate?
The student will know how to brush their teeth.
The student will demonstrate how to brush their teeth.
The student will describe how to brush their teeth.
Why?
Because knowledge, by itself, is not observable!
Relationship between Performance Indicators and Learning Objectives (B=Behavior)
| Grade | Performance Indicators for Health Standard #1 |
| 3-5 | 1.5.1. Describe the relationship between healthy behaviors and personal health. |
| 3-5 | Example objective might be: |
| Condition & audience | By the end of today’s lesson on Lice, students will: |
| Explain that lice are insects. Demonstrate methods to avoid spreading lice. |
Behavior
It is critically important to select the words you use to identify behaviors (WHAT) carefully.
Remember behavior must meet one of the following two criteria:
It must be observable
Words like “understand” or “know” are neither observable nor measurable.
Instead use words like “list, compare and contrast, analyze, and evaluate.” These words require an action that can be observed (i.e., writing, speaking, moving, etc.) See some poor wording choices on the next slide.
Precise terms that describe or define behavior need to be used when stating behavioral objectives. The following terms leave a lot to be desired. (Don’t use them!!)
| Less Precise terms | (Many interpretations) |
| Know | Realize |
| Fully realize | Enjoy |
| Believe | Understand |
| Appreciate | Feel |
| Value | Appreciate |
| Be aware | Feel responsible for |
| Respect | Comprehend |
| Desire | Tolerate |
| Be familiar with |
Writing Objectives
In the previous slide there were examples of terms that are unclear and open to interpretation of WHAT you expect students to do.
In the next slide there are examples of words that have more precise meanings relating to behavioral objectives.
I will expect you to use these, and others, when you write your objectives.
Precise terms that describe or define behavior need to be identified and used when stating behavioral objectives.
| More Precise terms | (Fewer interpretations) |
| Discuss | Identify |
| List | Diagram |
| Compare | Contrast |
| Translate | Recall |
| State | Select |
| Illustrate | Interpret |
| Differentiate | Summarize |
| Classify | Predict |
Writing Objectives
In the next slide there are additional examples of more precise language relating to behavioral objectives.
I will expect you to use these terms, and others, when you write your objectives.
In stating objectives as much precision as possible should be included in specifying both the content and behavioral dimensions.
| Less precise content (Broad in meaning) | More precise content (More specific in meaning) |
| Growth & Development | Specific secondary sex characteristics of boys and girls |
| Nutrition | Cultural influences on eating habits |
| Promoting Health | Community and national responsibilities for promoting health |
| Hazards and accidents | Emotional factors that influence accidents |
| Cigarette smoking | Immediate physiologic effects of cigarette smoking |
Condition, Audience, Behavior
Here is an example of an objective that’s almost where it needs to be.
By the end of today’s lesson the 9th grade student will be able to identify food groups needed for good health, on a short answer, written quiz.
Condition, Audience, Behavior
Here is an example of an objective that’s almost where it needs to be.
(By the end of today’s lesson) ((the 9th grade student)) will be able to (-identify food groups needed for good health, on a short answer, written quiz-).
(WHEN)
((WHO))
(-WHAT-)
Writing Objectives
A measurable DEGREE is the most important consideration.
It tells you HOW MUCH of a behavior (WHAT) is needed to demonstrate success.
You will know that you've achieved your objective, because here is the evidence.
Degree (the test of acceptability)
Does your object of interest measure up to your standard of acceptability?
(Impact of smoking)
Students will appreciate the impact of smoking on their health
vs.
Students will identify three immediate physiological effects of smoking on their health.
Note these objectives are not complete
Degree (How Much?)
Which of the statements on the previous slide are measurable?
What language makes it possible for you to evaluate the objective/statement?
It is both the language of the behavior to be observed, AND the degree that tells you how much is expected to be considered successful.
Degree (the test of acceptability)
If you were asked to assess the success of a training program that was designed to improve responsiveness to answering the phone which of the following would be easier to assess?
Answer the phone quickly
vs.
Phone calls will be answered in three rings
Degree – bringing it all together!
At the end of the nutrition lesson the 9th grade student will be able to identify the 4 food groups and how many servings from each are needed for good health, on a short answer, written quiz.
Degree
Summary: Is there something measurable to assess progress towards the objective?
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| 3-5 | 1.5.1. Describe the relationship between healthy behaviors and personal health. |
| 3-5 | Example objective might be: |
| Condition & audience | By the end of today’s lesson on Lice, students will: |
| Behavior & degree | Explain that lice are insects. Demonstrate 3 ways to avoid spreading lice. |
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| 6-8 | 1.8.1. Analyze the relationship between healthy behaviors and personal health. |
| Example objective might be: | |
| Condition & audience | By the end of today’s lesson on personal hygiene, students will: |
| Behavior & degree | explain the need for increased hygiene during puberty. describe 3 common hygiene practices for adolescents. |
Relationship between Performance Indicators and Learning Objectives
| Grade | Performance Indicators for Health Standard #1 |
| Pre-K-2 | 1.2.1. Identify that healthy behaviors affect personal health. |
| Example objective might be: | |
| Condition & audience | By the end of today’s lesson on hand washing students will: |
| Behavior & degree | Describe two reasons why it is important to wash their hands. |
Relevance
Two other things to keep in the back of your mind when writing objectives are making sure that objectives are both relevant and realistic.
This means two things:
That the behavior is something students can actually perform or change.
It is important to the success of the expected outcomes.
Example: Telling elementary students that they “have to increase the amount of fruits their parents purchase” is not actually something they can do a lot about - it's not relevant to them. However, asking them to limit their consumption of candy to no more than one piece a day is entirely relevant to them.
Realistic
Is the objective realistic? Can students for whom the objective is written actually perform what is being asked of them and can they make an impact on the outcome?
Do they have the necessary knowledge, skills, attitudes, beliefs and values?
Assignment
Using the topic you’ve been assigned I want you to write 3 complete objectives by Sunday March 21.
I will divide you into groups on Blackboard (by topic) By March 21, I want you to share your 3 written objectives with the others in your group.
When you receive the objectives written by someone in your group I want YOU to ASSESS AND PROVIDE FEEDBACK to the person who wrote the objective.
Assignment
When you receive the objectives written by someone in your group I want YOU to ASSESS AND PROVIDE FEEDBACK to the person who wrote the objective.
Does the objective include all 4 components of a well written objective?
Turn in your objectives after you’ve received feedback from your classmates. (By MARCH 28th)
End!
